A-Level Biology 2015-17

Canon Slade School 1

Contents

A-Level Biology: Key Information ...................................................................................................................... 3 Welcome to A-level Biology! ................................................................................................................... 3 Induction lessons..................................................................................................................................... 3 Biology Specification ............................................................................................................................... 3 Textbook.................................................................................................................................................. 3 Equipment ............................................................................................................................................... 3 Biology Clinic ........................................................................................................................................... 4 Trips ......................................................................................................................................................... 4 AS or A Level? .......................................................................................................................................... 4 Lessons and Homework..................................................................................................................................... 5 Folders ..................................................................................................................................................... 5 Practical books ........................................................................................................................................ 5 Homework ............................................................................................................................................... 5 Homework Booklet.................................................................................................................................. 6 End of topic tests ..................................................................................................................................... 6 Study Skills ............................................................................................................................................... 6 A note about written work ...................................................................................................................... 6 Reading .................................................................................................................................................... 6 Examinations ..................................................................................................................................................... 7 Practical Skills Endorsement .............................................................................................................................. 8 Laboratory Rules: Canon Slade School Science Department ............................................................................ 9 Glossary of terms ............................................................................................................................................. 10 Instructions to candidates in question papers ................................................................................................ 13 Units, measurements and standard form ....................................................................................................... 15 Biological words – prefixes and suffixes .......................................................................................................... 17

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A-Level Biology: Key Information Welcome to A-level Biology! Congratulations on your GCSE results and on gaining a place on the A-level Biology course at Canon Slade Sixth Form. This pack contains all the information you will need to get started.

Induction lessons Your first few lessons in Biology will be opportunities for you to get to know the other members of your group and to work with your assigned lab partner. You will be carrying out a range of activities including practical skills, study skills and other sessions designed to allow you to get used to working together in a way that will be quite different to what you may have been used to at GCSE.

Biology Specification We study AQA Biology A-level. A-level Biology includes 8 topics, split over two years of study. As soon as possible, you should print a copy of the ‘Subject Content’ section of the specification from the AQA website (http://filestore.aqa.org.uk/resources/biology/specifications/AQA-7401-7402-SP-2015-V10.PDF). Keep this in the front of your file along with this booklet, so that you can keep track of your learning over the course of the two years. IF YOU READ THE SPECIFICATION SECTION FOR THE TOPIC YOU ARE COVERING AS YOU STUDY IT YOU WILL UNDERSTAND THE SUBJECT REQUIREMENTS MUCH BETTER!

Textbook We will be using the textbook ‘AQA Biology A Level Second Edition Student Book’ by Toole and Toole (ISBN: 978-0-19-835177-1). You can access the online version of this book at www.kerboodle.com (you will be given your login details soon). We do have some copies in school, but these are for use in class and they must not be removed from the labs. Some students find they wish to purchase an additional textbook or revision guide; previous students have found the revision guides published by CGP useful; there is now an updated revision guide with practice questions and a student book available.

Equipment For all Biology lessons, you must ensure you have the following equipment: Black/blue pen 30cm ruler Pencil (and a sharpener) Eraser Scientific calculator All external examinations must be completed in black ink. N.B. Students should not use their mobile telephones during lessons; this is likely to result in confiscation of the item. They should remain in your bag until you leave the room. 3

Biology Clinic There will be times when you find a topic or piece of homework difficult. Biology clinic is a drop-in session held in S12 on Thursday lunchtimes, from 12.45 until 1.15pm. Bring your questions and problems and a member of the Biology department will be on hand to help you. Additionally, we operate an informal dropin system at break and lunch times; we can usually be found in S11 (Science staff room) or the main staff room.

Trips At A-level in Year 13 we usually spend a day conducting fieldwork at the National Trust site in Formby. This trip is free for students and further information will be supplied next September. In addition, we have also taken students on revision days, lectures and to the Society of Biology Schools Quiz in previous years.

AS or A Level? Some students may wish to study Biology for just one year, then sit the AS examinations, but most of you will take the A level examinations after two years. See the Examinations section on page 7 for further information.

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Lessons and Homework Folders You will need a folder (ring binder or lever arch file) in which to keep your A-level Biology work. You should keep this booklet and a copy of the specification in the front of your folder. Your notes should be organised into topics with the appropriate homework booklet at the front of each section. It is up to you to keep your work organised. At any time, your teacher may ask to see your folder to check for evidence of the following:  Work being up to date without any gaps  The work being to an appropriate standard  Teacher marking  Self/peer marking  Students know the grade at which they are working  Students know what they need to do in order to improve  Students act on the advice they have been given Unsatisfactory folders will be discussed and appropriate follow-up action implemented.

Practical books You will be issued with an A4 green exercise book; you should use this to record all your practical work, handing it in when required. Your practical book is simply a record of all the experiments you have carried out: your methods, results and conclusions/analyses. It will not be a ‘neat’ account written after the event; rather, it should be a complete set of notes written as experiments take place. As the practical book is evidence that you have met the requirements of the Practical Endorsement, AQA may request to see it at any time. It must be kept up to date and have an accurate record of the experiments you have carried out. If you lose your book, it is your responsibility to purchase a new one and copy up the missing work.

Homework Formal homework takes many forms, for example past paper questions, practical write-ups, essays, reading or research. Deadlines will be set for each piece of work; you are expected to adhere to them except in exceptional circumstances. In addition to this, you are expected to review your notes each week and complete the appropriate sections/questions in the homework booklet. Revision of work covered is more than reading the notes made in class. You must actively review them. Make additions or redraft them as necessary; make revision aids such as mind maps or flash cards as you study the material the first time around. Failure to do this will leave you inadequately prepared for your exams as you will have around 300 hours’ worth of lesson content to revise. This means that there are no weeks in which you have no homework but there may be weeks in which you do not have to submit work for marking. It is up to you to ensure you meet the deadline for each piece of work. ‘I didn’t know’ is not an excuse. Failure to submit work promptly will result in appropriate follow-up actions.

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Homework Booklet You will be issued with a booklet for each topic containing notes pages and past paper questions. As part of your ongoing review/revision of your work, you should complete the questions on the notes pages, using the textbook or the internet to check your answers. At appropriate times, your teacher will ask you to complete several past paper questions from the booklet and you will submit the booklet for assessment.

End of topic tests Each topic covered is available to be tested. Some may be combined together as a joint test. As part of your ongoing review of work each week you should be preparing your notes in such a way that you are ready for a test on the work covered to date AT ANY TIME! What this means in practice is that your teacher may, or may not, give you notice that there will be a test on the topic(s) you have been working on in the next lesson, week or whenever. It is up to you to stay on top of your work so as to be prepared for the next test. This is quite different to GCSE but you must take responsibility for your learning and aim for excellence.

Study Skills You all will have worked hard to earn the grades you achieved at GCSE but some of the study skills you may have used will need refining and, for some of you, new skills will need to be learnt. The good news is that we do have some suggestions; the bad news is we will not be spoon feeding you all the answers and writing all the notes for you. The Learning Toolbox website (http://coe.jmu.edu/learningtoolbox/studentstart.htm) has lots of tips and strategies to help you study. We will talk about different methods of learning and organising your notes over the first few lessons.

A note about written work All work submitted to your teacher should be neat and legible. Your name and the date should be written in the top right-hand corner of each piece of work. Work that does not meet these standards will be returned to the student without being assessed and the students asked to resubmit it in the correct format.

Reading A good A-level student shows a genuine interest in their subject! ‘Reading around’ is an excellent way to develop your interest in Biology. The school library has an excellent collection of appropriate books, a subscription to ‘Biological Sciences Review’ and access to a number of online journals (you can find these via Moodle). In addition, there are a number of books and back issues of New Scientist in S12 that you are welcome to borrow. See Mrs Eves for more details.

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Examinations The topics studied for A Level are: 1 Biological molecules 2 Cells 3 Organisms exchange substances with their environment 4 Genetic information, variation and relationships between organisms 5 Energy transfers in and between organisms 6 Organisms respond to changes in their internal and external environments 7 Genetics, populations, evolution and ecosystems 8 The control of gene expression The external assessment of the A Level specification is as follows:

The AS course is examined as follows:

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Practical Skills Endorsement There is no coursework in A level Biology, but you will be tested on your practical skills through the use of 12 ‘required practical activities’. As you carry out these experiments, your teachers will assess your competency in a number of areas. You must be able to ‘routinely demonstrate’ you are able to meet the following criteria: 1. Follows written procedures

a. Correctly follows instructions to carry out experimental techniques or procedures.

2. Applies investigative approaches and methods when using instruments and equipment

a. Correctly uses appropriate instrumentation, apparatus and materials (including ICT) to carry out investigative activities, experimental techniques and procedures with minimal assistance or prompting. b. Carries out techniques or procedures methodically, in sequence and in combination, identifying practical issues and making adjustments when necessary. c. Identifies and controls significant quantitative variables where applicable, and plans approaches to take account of variables that cannot readily be controlled. d. Selects appropriate equipment and measurement strategies in order to ensure suitably accurate results.

3. Safely uses a range of practical equipment and materials

a. Identifies hazards and assesses risks associated with these hazards, making safety adjustments as necessary, when carrying out experimental techniques and procedures in the lab or field. b. Uses appropriate safety equipment and approaches to minimise risks with minimal prompting.

4. Makes and records observations

a. Makes accurate observations relevant to the experimental or investigative procedure. b. Obtains accurate, precise and sufficient data for experimental and investigative procedures and records this methodically using appropriate units and conventions.

5. Researches, references and reports

a. Uses appropriate software and/or tools to process data, carry out research and report findings. b. Cites sources of information demonstrating that research has taken place, supporting planning and conclusions.

You will be given more information on the skills being assessed during each of the practicals you undertake. You will generally have several opportunities to demonstrate your competency in each skill.

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Laboratory Rules: Canon Slade School Science Department The biggest danger in the lab is YOU! You are at risk when you don’t understand the hazards or you are careless, or both. The person most likely to suffer from your mistakes is YOU! Report any incident or breakage to your teacher.

1. Only enter a lab when told to do so by a teacher. Never rush about or throw things in the lab. Keep your bench and floor area clear, with bags and coats well out of the way. 2. Follow instructions precisely. Check bottle labels carefully and keep tops on bottles except when pouring liquids from them. Only touch or use equipment and materials when told to do so by a teacher. Never remove anything from the lab without permission. 3. Wear eye protection when told to do so and keep it on from the very start until all practical work is finished and cleared away. 4. When using naked flames (e.g. Bunsen or spirit burners or candles) make sure that ties, hair, loose clothing, etc. are tied back or tucked away. 5. Always stand up when working with hazardous substances or when heating things so that you can quickly move out of the way if you need to. 6. Never taste anything or put anything in your mouth in the laboratory. If you get something in your mouth spit it out at once and wash your mouth out with lots of water. Tell your teacher. 7. Always wash your hands carefully after handling chemicals, microbes or animal and plant materials. 8. If you are burnt or a chemical splashes on your skin wash the affected part at once with lots of water. Tell your teacher. 9. Never put waste solids in the sink. Put them in the bin unless your teacher instructs you otherwise. 10. Wipe up small spills and report bigger ones to your teacher. 11. Report all breakages to your teacher. Do not touch broken glass!

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Glossary of terms You will need to understand these terms and be able to use them correctly, particularly for practical work.

Accuracy A measurement result is considered accurate if it is judged to be close to the true value.

Calibration Marking a scale on a measuring instrument. This involves establishing the relationship between indications of a measuring instrument and standard or reference quantity values, which must be applied. For example, placing a thermometer in melting ice to see whether it reads 0⁰C, in order to check if it has been calibrated correctly.

Data Information, either qualitative or quantitative, that has been collected.

Errors See also uncertainties.

measurement error The difference between a measured value and the true value.

anomalies These are values in a set of results which are judged not to be part of the variation caused by random uncertainty.

random error These cause readings to be spread about the true value, due to results varying in an unpredictable way from one measurement to the next. Random errors are present when any measurement is made, and cannot be corrected. The effect of random errors can be reduced by making more measurements and calculating a new mean.

systematic error These cause readings to differ from the true value by a consistent amount each time a measurement is made. Sources of systematic error can include the environment, methods of observation or instruments used. Systematic errors cannot be dealt with by simple repeats. If a systematic error is suspected, the data collection should be repeated using a different technique or a different set of equipment, and the results compared.

zero error Any indication that a measuring system gives a false reading when the true value of a measured quantity is zero, eg the needle on an ammeter failing to return to zero when no current flows. A zero error may result in a systematic uncertainty.

Evidence Data which has been shown to be valid.

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Fair test A fair test is one in which only the independent variable has been allowed to affect the dependent variable.

Hypothesis A proposal intended to explain certain facts or observations.

Interval The quantity between readings, e.g. a set of 11 readings equally spaced over a distance of 1 metre would give an interval of 10 centimetres.

Precision Precise measurements are ones in which there is very little spread about the mean value. Precision depends only on the extent of random errors – it gives no indication of how close results are to the true value.

Prediction A prediction is a statement suggesting what will happen in the future, based on observation, experience or a hypothesis.

Range The maximum and minimum values of the independent or dependent variables; important in ensuring that any pattern is detected. For example a range of distances may be quoted as either: 'From 10cm to 50 cm' or 'From 50 cm to 10 cm'

Repeatable A measurement is repeatable if the original experimenter repeats the investigation using same method and equipment and obtains the same results.

Reproducible A measurement is reproducible if the investigation is repeated by another person, or by using different equipment or techniques, and the same results are obtained.

Resolution This is the smallest change in the quantity being measured (input) of a measuring instrument that gives a perceptible change in the reading.

Sketch graph A line graph, not necessarily on a grid, that shows the general shape of the relationship between two variables. It will not have any points plotted and although the axes should be labelled they may not be scaled.

True value This is the value that would be obtained in an ideal measurement.

Uncertainty The interval within which the true value can be expected to lie, with a given level of confidence or probability, e.g. “the temperature is 20 °C ± 2 °C, at a level of confidence of 95 %.

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Validity Suitability of the investigative procedure to answer the question being asked. For example, an investigation to find out if the rate of a chemical reaction depended upon the concentration of one of the reactants would not be a valid procedure if the temperature of the reactants was not controlled.

Valid conclusion A conclusion supported by valid data, obtained from an appropriate experimental design and based on sound reasoning.

Variables These are physical, chemical or biological quantities or characteristics.

categoric variables Categoric variables have values that are labels. Eg names of plants or types of material.

continuous variables Continuous variables can have values (called a quantity) that can be given a magnitude either by counting (as in the case of the number of shrimp) or by measurement (eg light intensity, flow rate etc).

control variables A control variable is one which may, in addition to the independent variable, affect the outcome of the investigation and therefore has to be kept constant or at least monitored.

dependent variables The dependent variable is the variable of which the value is measured for each and every change in the independent variable.

independent variables The independent variable is the variable for which values are changed or selected by the investigator.

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Instructions to candidates in question papers Sometimes candidates fail to do themselves justice because they do not follow the specific requirements of individual questions. This list defines the meanings of the instructions that are used in question papers. In reading it, the following points must be borne in mind. Many questions are best asked as direct questions prefaced by the words “What?”, “Why?” or “Where?” These words are commonplace and no attempt has been made to define them. AQA’s guiding principle is to set questions that are clear and unambiguous. While instructions will normally be taken from the list that follows, AQA may use alternative expressions if they make the meaning of the question clearer.

Command Words

Analyse

Separate information into components and identify their characteristics

Annotate

Add notation or labelling to a graph, diagram or other drawing

Apply

Put into effect in a recognised way

Argue

Present a reasoned case

Assess

Make an informed judgement

Calculate

Work out the value of something

Comment

Present an informed opinion

Compare

Identify similarities and/ or differences

Complete

Finish a task by adding to given information

Consider

Review and respond to given information

Contrast

Identify differences

Criticise

Access worth against explicit expectations

Debate

Present different perspectives on an issue

Deduce

Draw conclusions from information provided

Define

Specify meaning

Describe

Give an account of

Design

Set out how something will be done

Determine

Use given data or information to obtain an answer

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Develop

Take forward or build upon given information

Discuss

Present key points

Distinguish

List the differences between different items

Draw

Produce a diagram

Estimate

Assign an approximate value

Evaluate

Judge from available evidence

Explain

Give reasons

Explore

Investigate without preconceptions about the outcome

Give

Produce an answer from recall or from given information

Identify

Name or otherwise characterise

Justify

Support a case with evidence

Label

Provide appropriate names on a diagram

List

List a number of features or points without further elaboration

Name

Identify using a recognised technical term

Outline

Set out main characteristics

Predict

Give a plausible outcome

Relate

Give a technical term or its equivalent

Show

Provide structured evidence to reach a conclusion

Sketch

Draw approximately

State

Express in clear terms

Suggest

Present a possible case

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Units, measurements and standard form Units are very important part of biology. The common units you should know are: Unit m kg A s o C M J

Name Metre Kilogram Amp second* degrees Celsius1 molar2 Joule

Measurement of Distance or length mass current time temperature concentration energy

*Notice ‘s’ is the abbreviation for seconds, not ‘sec’. 1

You may come across the unit K (Kelvin). To convert a K temperature to oC, take away 273. E.g. 373K = 100oC 2

Also moldm-3 (moles per cubic decimetre).

However, there are several units derived from these basic units that you will come across commonly in biology. These are: unit cm3 ml mm µm nm mV

Name cubic centimetres Millilitres Millimetres micrometres or microns Nanometres Millivolts

Measurement of Volume, usually solids and gases* Volume, liquids* length length length voltage

*Notice that cm3 and ml are an equal measure i.e. 1cm3 = 1ml

What happened to litres? Instead of using litres (l), at A level you will be expected to use dm3 (cubic decimetres). This avoids confusing l for litres with a number 1. Millilitres are still represented as ml.

Minutes and seconds When measuring time, never use a combination of minutes and seconds. Incidentally, the abbreviation for minutes is ‘min’ (not ‘mins’).

‘Per’ You may have seen metres per second written like this:

m/s

A-level Biology uses this notation:

ms-1

The minus sign when present in units tells you that it should be read as ‘per’, e.g. kilograms per second

kgs-1

bubbles per minute

bubbles min-1

per litre (cubic decimetre)

dm-3 15

Prefixes These go before a unit to alter its magnitude. You are familiar with some of them already. Symbol M k m µ n

Prefix mega kilo milli micro nano

Meaning x 1,000,000 (million) x 1,000 ÷ 1000 ÷ 1,000,000 (millionth) + 1,000,000,000 (billionth)

Example MJ kg mV µm nm

Millivolts are often used in measuring voltage in cells. Micrometres are commonly used in measurements of cells and organelles. Nanometres are used in measuring wavelengths of light.

Standard form Biology often uses numbers that are too large to be written down conveniently. Standard form is a shorthand way for writing large or small values. Instead of 1400 m standard form would be 1.4 x 103 m This is the same as saying 1.4 x 10 x 10 x 10. If you work this out, it is the same as 1400m. You can use 1.4km which is the same thing, but as you will see below, it is good practice to get used to using standard form. Notice that the first value will be a number between 1 and 9, so that: 1450 m is 1.45 x 103 m It gets easier when you start to recognise the relationship between standard form and the prefixes:

Standard form x103 x10-3 x10-6 x10-9

Same as kilo milli micro nano

Meaning x1000 ÷10000 ÷1,000,000 ÷1,000,000,000

A note about resolution and rounding numbers When carrying out calculations, it is rare to end up with an answer that is a whole number. As a general guide, you should follow the numbers of significant figures in the values you have used in your calculations. Calculated results can only be reported to the limits of the least accurate measurement.

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Biological words – prefixes and suffixes Biology requires you to use precise, technical language, some of which can be confusing. Many of the words are derived from Greek and Latin; learning to recognize common prefixes, suffixes and roots will help you to identify unusual terms.

SIZE/AMOUNT

COLOURS

a/an bi demi deut eu haplo hetero homo iso magni micro mono multi myrio oligo pan poly prim prot quad semi

alb argyr chrom chrys chlor cyan erythro flav iod irid leuc melan nigr polio porphyry rhodo rubr verd xanth

without two half second well single different same equal large small one many countless few all many first first four half

WHERE/WHEN white silver colour golden green blue red yellow violet rainbow white black black grey purple red red green yellow

CHEMICAL STORES NUMBER un di tri tetr pent hex hept oct non dec dodeca

1 2 3 4 5 6 7 8 9 10 12

adip amyl aqua calc glucos glyc hydr ket lact lecith lign lip lith sacchar sal stear steat sucr xyl

fat starch water stone glucose sweet water ketone milk egg yolk wood fat stone sugar salt fat fat sugar wood

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ab ad apo ante anti cata circum com contra dextro dia ecto endo epi ex exo extra hyper hypo in infra inter intra laevo meso meta para per peri post pre pro retro sub super supra sym syn sys trans ultra

away from towards separate before against down around with opposite right through outside within upon out of outside beyond above beneath in under between within left middle after near through around after before in front of behind below beyond above with with sith across above

BODY PARTS anthro angi aur cap capill cardi ceph cerebr cheir cili cord corp cost crani dactyl dent derm digit don’t dors gastr genu gloss gnath manu myo nas meur odont opt oss ot ped pil pod pulmo rhin sarc som stom trich vas ventr

GENERAL ROOTS joint vessel ear head hair heart head brain hand eyelash heart body rib skull finger tooth skin finger tooth back stomach knee tongue jaw hand muscle nose nerve tooth eye bone ear foot hair foot lung nose flesh body mouth hair vessel belly

THE END… -ase indicates substance is an enzyme -ose indicates substance is a sugar

acanth acro actin ala amphi andr anthro asc aster auto aux avi basi bio blast bov brachy brady branch bursa caec calor cani carp cauda cera clad clast conch copro corn cotyl crypt cten cyst cyt dendr dino echin eco equi feli fer fil gemin glia gono gymn gyb haem hippo hom hyal lacuna lepto

prickle summit ray wing both male man sac star self grow bird at the bottom life germ ox short slow gill pouch blind heat dog speed tail horn branch broken shell dung horn cup hidden comb capsule cell tree terrible spiny house horse cat carry thread twin glue seed naked woman blood horse man glassy space slender

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lumen lysis macula mito morph motor muri neo oecious onto oo ornith ovi pachy palae petr phag pher phil phloe phor phot phragm phyll phyto pisc platy pleur plica pneu porc pseudo pter radi rect rhiz schizo sect simi sperm stell sten stroph therm thero tom troch trop troph unc uro vitr xer zo zyg

cavity loosen spot thread form mover mouse new house of existing egg bird sheep thick old rock eat carry love tree bark carry light fence leaf plant fish flat side fold air pig false wing root straight root split cut monkey seed star narrow turning heat beast cut wheel turning feed hook tail glass dry animal yoke

Checklist: Have you read the introductory booklet? NAME: ……………………………………………………………………………………………………………………………………….

Please sign and date each of the sections to confirm you have read them. Hand this form to your teacher by Monday 14th September.

Section

Signature

Key Information Lessons and Homework Examinations Practical Skills Endorsement Laboratory Rules Glossary of Terms Instructions to candidates in question papers Units, measurements and standard form Biological Words

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Date